Sentences with phrase «sample test score»

Not surprisingly, a composite teacher evaluation measure that mixes classroom observations and student survey results with test score gains is generally no better and sometimes much worse at predicting out of sample test score gains.

In a regression to predict student test score gains using out of sample test score gains for the same teacher, student survey results, and classroom observations, there is virtually no relationship between test score gains and either classroom observations or student survey results.

Not exact matches

«The employees with the highest revenue per hour — an average of $ 208, compared with $ 138 for the full sample — were ambiverts who had a personality test score exactly between extroversion and introversion.»

I'm not suprised by these results, or that I scored a perfect score on the sample test.

A paired - samples t - test demonstrated significant differences with small to medium effect sizes in the before and after scores for all three subscales.

Children who were breastfed in infancy had significantly higher scores on IQ tests at both ages, even after adjusting for social class and education, confirming the earlier findings and extending them to a predominantly full - term sample.

«Students» scores on a test of civic knowledge significantly improved after playing iCivics for the sample as a whole,» LeCompte said.

One recent study (pdf) found that among a representative sample of U.S. science students, those who said their science teachers had them read textbooks more often had higher test scores.

After testing scores of samples taken from rice fields across the state, MSU scientists found that seed treatments are effective in managing the crop's most troublesome insect pests.

Although white students comprised 55 % of the representative sample of 122,000 middle school students who took portions of the test, they make up 76 % of those scoring above 176.

Dr. Ferrara, along with a multi-center team of researchers, developed and tested this new scoring system using almost 500 patient blood samples with newly diagnosed GVHD in varying grades from two different centers.

He found that youth and old age were correlated: nuns whose early writing samples, like the one shown here, had scored in the bottom third for idea density were more likely to perform below normal on cognitive tests.

The test will determine a «genetic risk score» on the basis of a blood sample, which contains ample DNA for profiling.»

In the early 1970s researchers identified a large sample of U.S. 13 - year - olds who were exceptionally talented in math — landing in the top 1 percent of mathematical reasoning scores on SAT tests.

First, in order to see if the used olfactory stimuli differed in their perceived pleasantness and intensity, the pleasantness and intensity scores of the olfactory stimuli were analyzed with a t - test for independent samples.

Because the brain samples are derived from cognitively normal (CDR score = 0) and demented (CDR score > 0.5) individuals, we first tested whether there was an association between mRNA levels and CDR score.

Using linear regression, we demonstrate that the multivariate pattern of gray matter density within these brain regions significantly predicts individual intelligence scores in the remaining, i.e., independent sample used for model testing (N = 108; correlation between predicted and actual intelligence scores: r =.36).

They scale the gain in black students» scores by the standard deviation of test scores computed for a select sample of students, and observe that the gain in their scores due to attending private school is «roughly one - third of the test - score gap between blacks and whites nationwide.»

Urban students in grades seven and eight who were engaged in the LeTUS inquiry - based science curriculum demonstrated higher standardized test scores than students engaged in traditional instruction in a sample of 5,000 students.

If the same approach is applied to the STAR sample to adjust for the fact that some students did not enroll in the class they were assigned to - and a comparable sample of low - income black students is used - the gains in test scores after two years of attending a small class (average of 16 students) as opposed to a regular - size class (average of 23 students) is 9.1 national percentile ranks in reading and 9.8 ranks in math.

When comparable samples and measuring sticks are used, the improvement in test scores for black students from attending a small class based on the Tennessee STAR experiment is about 50 percent larger than the gain from switching to a private school based on the voucher experiments in New York City, Washington, D.C., and Dayton, Ohio.

Each dot represents a school, and the diagonal line shows the overall relationship between test - score gains and fluid cognitive ability across the full sample of schools.

Our results show that each year of attendance at an oversubscribed Boston charter school increases the math test scores of students in our sample by 13 percent of a standard deviation.

First, we use our entire sample to analyze the extent to which the schools that students attend can explain the overall variation in student test scores and fluid cognitive skills, controlling for differences in prior achievement and student demographic characteristics (including gender, age, race / ethnicity, and whether the student is from a low - income family, is an English language learner, or is enrolled in special education).

• Each year of attendance at an oversubscribed charter school increased the math test scores of students in the sample by 13 percent of a standard deviation, a roughly 50 percent increase over the progress typical students make in a school year, but had no impact on their fluid cognitive skills.

I therefore separate the students in my sample by years of age and estimate the effect of start time on test scores separately for each group.

Large test - score improvements are also observed, however, among students whose scores were not influenced by changes in the sample selected.

With a few exceptions, our analysis sample closely resembles the nation in terms of student demographics (e.g., percentage African American and percentage Hispanic), observed socioeconomic traits (e.g., the poverty rate), and measures of the levels and pre-NCLB trends in NAEP test scores.

The report, released last week by the U.S. Department of Education, is based on 4th grade scores from the National Assessment of Educational Progress, a set of federally mandated tests given periodically to nationally representative samples of students.

This objection also applies to several popular methods of standardizing raw test scores that fail to account sufficiently for differences in test items — methods like recentering and rescaling to convert scores to a bell - shaped curve, or converting to grade - level equivalents by comparing outcomes with the scores of same - grade students in a nationally representative sample.

As shown in Figure 1, Portugal exhibits the lowest average combined test scores in math and science among the 18 countries in our sample, Singapore the highest.

Pathways program planners «look at such traditional criteria as grade point averages and test scores, but they also use interviews and writing samples to select people who are committed to teaching in urban schools.»

Our sample size was 271 test scores across 44 states, not just 44 as Hanushek implies.

The second half of the sample was asked a more complex question, which required giving weights to test scores and evaluations from four different sources: principals, parents, students, and fellow teachers.

Washington — A Pentagon - sponsored study comparing military recruits with a representative sample of other young Americans has found that the military volunteers — black, white, and Hispanic alike — score better than their civilian counterparts on a standard vocational aptitude test.

The study found «no significant difference between the samples in reading test scores as a result of chronological age

Students in the schools in this sample are more likely to have married parents (70.7 percent versus 61.7 percent statewide with third grade test scores), less likely to have fathers absent at the time of birth (9.8 percent versus 15.2 percent statewide), less likely to have Medicaid - funded births (a proxy for poverty at the time of birth, 37.7 percent versus 48.8 percent statewide), and have relatively better educated mothers (13.1 years of maternal education at the time of the child's birth, versus 12.5 years on average statewide).

Using the state test data and the full randomized sample, the evaluators report negative impacts for reading, math, and science scores at the end of third grade for children assigned to TVPK.

The 2003 PISA provides test score results in math, reading, and science for representative samples of 15 - year - olds within each country, or nearly 200,000 students altogether.

Given the importance of sampling variation and the fact that the largest bonuses were reserved for teachers in schools with the most extreme increases in test scores, this is hardly a surprise.

With a sample this small, having five particularly bright students (or a few students with undiagnosed learning disabilities) in any one year can lead to large fluctuations in a school's test scores from one year to the next.

Their video clips, writing samples, and artwork bring the site's mantra, «I am more than a test score,» to life.

However, given the amount of sampling variation and other non-persistent fluctuations in test - score levels and gains, schools with particularly low test scores in one year would be expected to bounce back in subsequent years.

Standardized test scores and self - reports from teachers and students were collected over three years from a sample of 520 children in grades 3 - 5.

It depends on whether the sample is sufficiently larger to offset not having baseline test scores.

Due to this general disconnect between achievement and attainment effects of choice programs and, in a few cases in our sample, individual choice schools, we caution commentators and regulators to be more humble and circumspect in judging school choice programs and schools of choice based solely on their test score effects.

Samples in columns (2), (4), (6), (8), and (10) are restricted to students who also have baseline test scores.

Sampling error is not really «error» in the common sense of the word, but statistical noise introduced by inferring national scores from a random sample of test takers.

Samples are restricted to students from cohorts where we should observe at least one test score.

A simple test for selection bias looks at the impact of lottery offers on the probability that lottery participants contribute MCAS scores to our analysis sample.